|Name||Abbots Langley School|
|Address||Parsonage Close, Abbots Langley, WD5 0BQ|
|Religious Character||Does Not Apply|
|Number of Pupils||463 (55.1% boys 44.9% girls)|
|Number of Pupils per Teacher||18.5|
|Percentage Free School Meals||10.6%|
|Percentage English is Not First Language||5.5%|
|Pupils with SEN Support||9.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (08 May 2014)
Note: There may have been more recent inspections, since 08 May 2014, such as monitoring visits or short inspections. For details of all inspections, please see above.
Information about this school
This school is much larger than the average-sized primary school. The headteacher took up his post in September 2012, five terms ago. Most of the pupils come from White British backgrounds; almost all speak English as their first language. The very few children for whom English is an additional language are currently in the Early Years Foundation Stage. A few pupils come from other heritage backgrounds, mainly from Asian or Asian British heritage, and a very few from Mixed, or Black and Black British backgrounds. Up to half of those children using the school?s Nursery may transfer to other schools for their Reception Year; an equal number then join the Reception class from other early years providers. Most of the children starting the Reception year then continue their education at the school until they leave at the end of Year 6. The proportion of pupils for whom the school receives the pupil premium (additional government funding for particular groups, including, in this school, those known to be eligible for free school meals) is below average. The proportion of disabled pupils or those who have special educational needs supported at school action is well below average. The proportion supported at school action plus or with a statement of special educational needs is also well below average. The school offers childcare provision for its pupils through the privately run ?The Abbots Langley After School Club? (EY472334). This is inspected separately by Ofsted. The governing body runs a Breakfast Club each day during term time for its own pupils. The school meets the government?s current floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. Given their starting points when they join the school, in either the Nursery or Reception classes, most pupils make good progress. By the end of Year 6, their attainment is typically above that expected for their age. Support for pupils who qualify for additional government funding is enabling them to make increasingly good progress. Pupils achieve well because teaching is good. The school enables pupils to develop good attitudes to life, school and learning. A consistent approach to pupils? personal, as well as their academic, development results in their good behaviour and understanding of how to be and stay safe. Good leadership from the headteacher, other leaders and the governing body results from a clear focus on improving even further pupils? progress and the quality of teaching. Staff see the pupils? potential to achieve well. An atmosphere of mutual respect exists across the school, and pupils? spiritual, moral, social and cultural is promoted well. Discussions with parents and those who responded to the Parent View survey show that almost all appreciate that their children are happy and safe in school. The school is regarded highly by its families who see it as an important part of the local community. It is not yet an outstanding school because : Some teachers are not consistent in the ways they offer pupils guidance through marking. Some teaching does not always set consistently high challenge for the more-able pupils in order to help them accelerate fully their progress. A few subject leaders do not yet have the full range of skills needed to help senior leaders to improve teaching and pupils? achievement. A few teachers are not yet using progress data effectively enough to help plan work in lessons for pupils of different abilities.